and decoding knowledge/skill only receive one lesson (Lesson 2); after they participate in the first lesson, they can engage in child-managed instruction, perhaps reading and discussing or writing about new texts that enrich their understanding of the topics covered in the first text. A teacher may want to provide Lesson 2 as a whole-class lesson. In this case, the teacher might meet with small groups of students who have high levels of both meaning-focused knowledge and decoding knowledge/skill to discuss higher-level literary analysis of the text read as a whole class.
Figure 2a.
UPPER-ELEMENTARY LESSON 1.1
Before the Lesson: • Choose a grade-level text. • Check the text for multisyllable words and create a list of two or three multisyllable words that students may need support to read. Lesson Materials: list of multisyllable words and grade-level texts Decoding Multisyllable Words (5 minutes) Show list of multisyllable words. Instruct students to use the strategies they have been taught to use to read multisyllable words during whole-class instruction. For example, they might first identify any affixes or graphemes that stand out as “parts they know.” Second, they might identify the vowel graphemes in the word, knowing that each syllable contains a vowel sound. Next, they might read the first part of the word. Then, they would read the second part (etc.). Last, they put the parts together and “make it sound like a real word.” Repeat until students have read each word one or two times. Book Reading (10 minutes) Give each student a copy of the text. Instruct students to read each page chorally or with individual students reading aloud and others following along silently (perhaps sliding a finger under each line to show they are following along). One good way to have students build fluency is to have them take turns reading in pairs, with the teacher listening in to provide support (e.g., a group of four would include two pairs). If students need more support, the teacher can model reading a section of text fluently and students can “echo-read” it after the teacher finishes. Scaffold students' reading and, if there is time, encourage them to reread to build fluency.
ALIGNING PRACTICE WITH RESEARCH TOPIC PAPER 19
Made with FlippingBook - Online catalogs